Area-Based Initiatives in England: Do They Have a Future?

Dyson, Alan; Kerr, Kirstin; Raffo, Carlo

doi:10.4000/rfp.3518

Cited by 7 publications

(9 citation statements)

References 12 publications

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“…The success is driven most importantly by provincial or local authorities. This research finding agrees with the idea of area network cooperation driven by local authorities propounded byDyson et al (2012).…”

supporting

confidence: 91%

Developing Paradigms, Patterns, and Mechanisms for Science Teachers’ Professional Development in Area-Based Networks in Thailand

Sawadthaisong

2021

SEI

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The main purpose of this research was to develop a paradigm, pattern, and mechanism for the professional development of science teachers in area networks that was consistent with the needs of educational institutions according to the key priority agenda for development. The target groups used in this study were teacher production institutions and educational institutions in the northeastern region of Thailand. Research tools included data collection forms and questionnaires. The collected data were analyzed by standard statistical methods, including frequency, percentage, mean, standard deviation, priority need index (PNI), and content analysis. The results revealed that the paradigm, pattern, and mechanism for science teachers’ professional development found in the northeastern area–based networks of Thailand were individual-based development (ID), spiral patterns (SP), and multiple networks (MN). Individual-based development was a new paradigm of professional development that emphasized the driving force and quality from within by progressive and individualized programs using students’ outcome-based development. The spiral pattern was a professional development model emphasizing self-paced learning with diversity and an integrated model through blended, action-based learning, both on-the-job training and off-the-job training, using coaching and mentoring from the teacher production institution in the area. The multiple networks were a professional development mechanism cooperating and supported by a school, university, private sector, and local and national affiliation using school-based development. The way forward is to form a professional learning community using a cooperation network in a school which acts as a mechanism to drive policies for cooperative practice. Recommendations are offered as a result of this study. The results revealed that the paradigm, pattern, and mechanism for science teachers’ professional development found in the northeastern area–based networks of Thailand were individual-based development (ID), spiral patterns (PS), and multiple networks (MN). Individual-based development was a new paradigm of professional development that emphasized the driving force and quality from within by progressive and individualized programs using students’ outcome-based development. The spiral pattern was a professional development model emphasizing self-paced learning with diversity and an integrated model through blended, action-based learning, both on-the-job training and off-the-job training, using coaching and mentoring from the teacher production institution in the area. The multiple networks were a professional development mechanism cooperating and supported by a school, university, private sector, and local and national affiliation using school-based development.

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supporting

confidence: 91%

Developing Paradigms, Patterns, and Mechanisms for Science Teachers’ Professional Development in Area-Based Networks in Thailand

Sawadthaisong

2021

SEI

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“…In saying this, it is also important to note that although the work of the Academy is in many ways distinctive, it of course draws on learning from previous initiatives in England-for instance, full-service schooling-many of which have been researched by the authors [8,24,[38][39][40][41]. Since these initiatives share some of their conceptual underpinnings with the work of City Academy, this wider program of research has illuminated the current analysis and extends the warrant for the claims made here.…”

mentioning

confidence: 99%

Networked Social Enterprises: A New Model of Community Schooling for Disadvantaged Neighborhoods Facing Challenging Times

Kerr

Dyson

2016

Education Sciences

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Community schools have long been accepted as an institutional mechanism for intervening in the relationship between poverty, poor educational outcomes, and limited life chances. At a time when public services are being retracted, and disadvantaged places are being increasingly left to struggle, community schools are poised to become more important in offering a response to the needs of children, families, and communities in these places. Yet, despite their apparent promise, community schools remain badly under-conceptualized. As an international field, research on community schooling has rarely articulated or questioned how-by providing additional learning and leisure opportunities and personal and social supports-community schools might create a viable intervention in the relationship between poverty and poor outcomes. This paper explicitly addresses this significant challenge. Conceptualizing empirical findings emerging from a research-practice partnership, it identifies the core features of a new institutional design for community schools which can help to clarify their potential contribution to addressing disadvantage. Marking a considerable shift from a traditional design of simply adding new services to the school day, it argues that community schools will need to operate as social enterprises with networked governance arrangements, and to develop strategies which engage with children's social ecologies, and are risk-reducing and resilience-building within these. This, in turn, sets a new agenda for significantly advancing the field of community schooling by further defining-conceptually and empirically-the core elements of a new institutional design as identified here.

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“…Schools working in a much more holistic way, with a broader emphasis on child well-being from cradle to career, may be a way forward from the performativity culture that pervades school action and decision making. Such initiatives are gaining traction in the UK, following the promising evidence emerging from studies of Children’s Zones in the USA (Dyson and Kerr, 2013; Dyson et al , 2012; Laing and Todd, 2014).…”

Section: Discussion: Delivering Family Services In School Settingsmentioning

confidence: 99%

M-PACT+: supporting families affected by parental substance misuse

Laing

McWhirter²,

Templeton

et al. 2019

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Purpose. This paper presents the findings from an evaluation of an intervention (M-PACT+) aiming to address the effects of parental substance misuse in school settings. The paper considers the evidence of effectiveness, and goes on to explore how schools were involved with the intervention.Design/methodology/approach. A theory of change was developed for the intervention, which identified key steps of change that were expected for the beneficiaries (family members and children). Mixed methods were then used to form a portfolio of data to support or refute the theory. This data included quantitative validated scale data and questionnaires at various points in time with staff, and participants (including children), and qualitative data obtained from school staff, intervention staff, families and children.Findings. This paper concludes that the evidence supports the theory that providing M-PACT+ in school settings can begin to address the effects of parental substance misuse for the families that engage with it. Further, the paper shows that the ethos of the schools involved influences how families are identified and referred, and that interventions of this kind are most likely to succeed where they are integrated into an ethos where there is a shared responsibility for a broad child wellbeing agenda between schools and other community agencies.Originality/value. This paper explores the evaluation of a unique family intervention. The findings will be of value to those seeking to implement such interventions in partnership with schools and/or community agencies. Paper type. Research

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Area-Based Initiatives in England: Do They Have a Future?

Cited by 7 publications

References 12 publications

Developing Paradigms, Patterns, and Mechanisms for Science Teachers’ Professional Development in Area-Based Networks in Thailand

Developing Paradigms, Patterns, and Mechanisms for Science Teachers’ Professional Development in Area-Based Networks in Thailand

Networked Social Enterprises: A New Model of Community Schooling for Disadvantaged Neighborhoods Facing Challenging Times

M-PACT+: supporting families affected by parental substance misuse

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